Student Learning Outcomes
What are Student Learning Outcomes (SLO)?
Student learning outcomes (SLO) are specific statements about the knowledge, skills,
attitudes & values that are expected of students after successfully completing the
program/curriculum
Why are SLO important?
Informs students of the standards and expectations of the program
Guides curriculum planning (such as the development or revision of courses)
Creates a framework for assessing overall effectiveness of program
Guides the selection of assessment methods by identifying the types of evidence that
students are to produce to demonstrate understanding
Communicates graduates’ skills to transfer universities and/or employers
Provides evidence of student learning to be utilized for accreditation
What are S.M.A.R.T Student Learning Outcomes?
S
M
A
R
T
Specific
Measurable
Appropriate (and) action-oriented
Results-oriented
Time specific/timely
How are SLO written?
Student learning outcomes generally have two (2) parts: an action verb & a content area.
In writing a SLO statement, the action verb specifies the desired student performance
which is followed by a description of the program content area.
Graduates of the PROGRAM will be able to ACTION VERB (know, do, value)
CONTENT AREA.
Note: Included in the Appendix are two worksheets that programs can use to review, revise, or
write student learning outcomes for the program.
What are “domains of learning?”
Domains of Learning
Examples of Action
Verbs
Examples of SLO
•
Cognitive
Psychomotor
Affective/
Attitudes
What students
know
Interpret, predict, apply,
analyze, synthesize, write,
judge, outline, summarize,
calculate, generate, compare
What students
can do
Respond, assemble, build,
dissect, manipulate, measure,
sketch, adapt, revise, compose,
design, sort, tune, prepare,
conduct
What students
value
Support, debate, interpret,
balance, approve, adopt,
advocate, formulate, question,
propose, verify, justify, share
•
•
•
•
•
Students will be able to diagnose
learning disabilities in K-12
settings
Students will be able to translate a
paragraph of text from English to
Spanish
Students will be able to assemble
laboratory equipment appropriate
for experiments
Students will be able to relate
types of music to particular dance
steps
Students will be able to debate
numerous sides to an issue
Students will be able to objectively
interpret evidence by clients
during therapy sessions
Are there tips to developing SLO?
• Involve faculty in the process of developing SLO
• Focus on what students will learn, rather than on what faculty will “cover” or
“teach”
• Describe SLO as outcomes not as processes by focusing on end of instruction
behavior rather than subject matter covered
• Maintain a student-centered emphasis by beginning the SLO statement with the
phrase “the graduate/student will…
• Review SLO of accrediting agencies, professional organizations
• Use ACTION VERBS to describe what students will know, do, and value (Refer to
Bloom’s Classification of Cognitive Skills)
• Avoid using vague verbs that are difficult to measure/assess (examples include:
know, comprehend, understand, appreciate, familiarize, study, be aware, gain
knowledge of, cover, learn, realize.)
• Include complex or higher-order SLO to ensure that expectations of student learning
extend beyond memorization of facts and terminology (Refer to Bloom’s
Classification of Cognitive Skills)
• Verify that SLO are S.M.A.R.T.
• Confirm that SLO are delivered in the curriculum by completing a curriculum map
• Ensure that SLO are clear and understandable by students, faculty, administrators
• Addresses only one outcome (do not use conjunctions)
• A typical number of SLO for a program is 4 to 6
• Regularly review and revise SLO
What are examples of well-written SLO?
OKAY
Students will be able to demonstrate
knowledge of the history, literature and
function of the theatre, including works
from various periods and cultures.
The student will be able to discuss
philosophical questions.
Students will be able to think in an
interdisciplinary manner.
Each student will be able to function as a
team member.
Students will understand how to use
technology effectively.
GOOD
Students will be able to explain the theoretical bases
of various dramatic genres and illustrate them with
examples from plays of different eras.
The student will be able to develop relevant
examples to express the significance of
philosophical questions.
Students will be able to draw from theories,
principles, and/or knowledge from other
disciplines to help solve the problem.
Each student will be able to reflect upon his or her
contributions to a team effort, ability to accept other
team members as resources, and willingness to
accept compromises if required to achieve a team
goal.
Each student will be able to use word processing,
spreadsheets, databases, and presentation graphics
effectively and appropriately in preparing their final
research project and report.
Is there a checklist for writing well-written SLO?
Is there faculty consensus for each SLO?
Does the SLO utilize an effective, action verb that targets the desired
level of student performance?
Is the SLO measurable?
Yes
No
Yes
No
Yes
No
Are the SLOs S.M.A.R.T.?
Yes
No
Is the SLO student-centered?
Is the SLO delivered in the curriculum?
Yes
No
Yes
No
Why assess Student Learning Outcomes?
The knowledge students have, the skills acquired, and the values developed as a result
of experiencing both the program’s curriculum and co-curricular activities must be
assessed in order to improve student learning. The results from the assessment process
should be used to guide course and curriculum planning and to ensure students
experience an effective curriculum.
BLOOM’S Classification (of Cognitive Skills)
What is Bloom’s Classification of Cognitive Skills?
Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in
learning. This taxonomy contained three overlapping domains: the cognitive,
psychomotor, and affective. Within the cognitive domain, he identified six levels:
knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom’s
classification of cognitive skills is widely used in instruction planning.
How is Bloom’s Classification of Cognitive Skills used?
Bloom's taxonomy represents a tool for planning and implementing instruction by
giving teachers a specific language for articulating outcomes for student learning.
Student learning outcomes expressed at the various levels of Bloom's taxonomy become
the foundation for the selection and design of assignments, examinations, assessments,
teaching strategies, readings, as well as instructional materials such as technology.
Using the taxonomy focuses the instruction on the students’ acquisition of skills and
competencies rather than on instructional content.
Categories
Description
Knowledge
Recalling or remembering something
without necessarily understanding,
using, or changing it
Comprehension
Understanding something that has
been communicated without
necessarily relating it to anything else
Application
Analysis
Using a general concept to solve
problems in a particular situation;
using learned material in new and
concrete situations
Breaking something into its parts; may
focus on identification of parts of
analysis of relationships between
parts, or recognition of organizational
parts
Synthesis
Creating something new by putting
parts of different ideas together to
make a whole
Evaluation
Judging the value of material or
methods as they might be applied in a
particular situation; judging with the
use of definite criteria
Adapted from Ball State University Assessment Workbook 1992
Action Verbs
define, describe, identify, label, list, match,
memorize, point to, recall, select, state
alter, account for, annotate, calculate,
change, convert, group, explain, generalize,
give examples, infer, interpret, paraphrase,
predict, review, summarize, translate
apply, adopt, collect, construct,
demonstrate, discover, illustrate, interview,
make use of, manipulate, relate, show, solve,
use
analyze, compare, contrast, diagram,
differentiate, dissect, distinguish, identify,
illustrate, infer, outline, point out, select,
separate, sort, subdivide
blend, build, change, combine, compile,
compose, conceive, create, design,
formulate, generate, hypothesize, plan,
predict, produce, reorder, revise, tell, write
accept, appraise, assess, arbitrate, award,
choose, conclude, criticize, defend, evaluate,
grade, judge, prioritize, recommend, referee,
reject, select, support
Worksheet - Developing Student Learning Outcomes
The process to develop S.M.A.R.T student learning outcomes begins with faculty brainstorming.
After answering the questions below, draft several student learning outcome statements.
List (any) existing student learning outcomes of the program. If SLO currently exist,
identify their strengths and weaknesses.
What does the “ideal” graduate:
Know
Can do
Value/care about
What makes the program distinct or different from its peers/competition?
What would you tell a prospective student to expect the program will give him/her?
What are program experiences that contribute to producing and supporting the
“ideal” student?
What are the educational/career achievements of the program’s alumni?
Student Learning Outcome Statements
Adapted from the Ball State University Assessment Workbook (1999)
Worksheet - S.M.A.R.T. Student Learning Outcomes
After reviewing and discussing the faculty responses and student learning outcomes, sort and
prioritize each statement. For each SLO, identify whether each meets the criteria for a
S.M.A.R.T. student learning outcome. This process will eventually create consensus.
Student Learning
Outcome(s)
S.M.A.R.T. Criteria
Specific
Measurable
Appropriate (and) action-oriented
Results-oriented
Time specific/timely
Specific
Measurable
Appropriate (and) action-oriented
Results-oriented
Time specific/timely
Specific
Measurable
Appropriate (and) action-oriented
Results-oriented
Time specific/timely
Specific
Measurable
Appropriate (and) action-oriented
Results-oriented
Time specific/timely
Specific
Measurable
Appropriate (and) action-oriented
Results-oriented
Time specific/timely
√
What are additional questions to consider when developing SLO statements?
Does the SLO describe what the student knows, can do, and/or values?
Does the SLO contain a measurable action verb?
Is the SLO delivered in the curriculum?
Was the SLO collaboratively developed and collectively accepted?
Does the SLO incorporate or adapt to the appropriate professional organization or
accrediting agency?
Adapted from “Assessing for Learning: Building a Sustainable Commitment Across the
Institution.” Peggy Maki Sterling, VA: Stylus and Washington, DC: American Association of
Higher Education, 2004 available at http://styluspub.com/resources/assessingforlearning.aspx